Document Actions
Harvey Goldstein and Anthony Heat (eds.) (2000)
Educational Standards
Oxford : Oxford University Press
Educational standards have figured prominently in recent debates over educational policy all over the world. This is the first time that such a distinguished collection of scholars have come together in the UK to discuss different perspectives on this issue.
Two abiding themes emerge from these contributions to the debate. The first is that the very notion of a ‘standard’ has to be viewed in its historical and social context.
Different countries have widely varying views of what constitutes a ‘standard’ and how necessary such a concept is for the adequate functioning of their educational systems.
And secondly, it is difficult, if not impossible, to arrive at an ‘objective’ definition of educational standards.
Policies based upon comparisons of examinations, tests or other devices should therefore be seen for what they really are — human judgements which, however conscientiously pursued, are ultimately subjective and influenced by culture, personality and general perceptions of the external world.
Two abiding themes emerge from these contributions to the debate. The first is that the very notion of a ‘standard’ has to be viewed in its historical and social context.
Different countries have widely varying views of what constitutes a ‘standard’ and how necessary such a concept is for the adequate functioning of their educational systems.
And secondly, it is difficult, if not impossible, to arrive at an ‘objective’ definition of educational standards.
Policies based upon comparisons of examinations, tests or other devices should therefore be seen for what they really are — human judgements which, however conscientiously pursued, are ultimately subjective and influenced by culture, personality and general perceptions of the external world.
Proceedings of the British Academy, Volume 102
by
rey
—
last modified
2009-07-24 11:29